這些年來許多學者投入大量的研究力量，探討如何通過一些訓練的技巧或方式來增進兒童認知能力的發展。這些訓練方式包含了動作教育，反應訓練，邏輯思維訓練等。但是對於通過感知-運動(Sensor-motion)的學習模式是如何增進兒童的認知能力，並沒有得到很確切的結論。課程安排與兒童認知能力的發展是呈現什麼樣的關聯性？感知-運動(Sensor-motion)的課程在學理上又是如何改善腦神經中的工作記憶（Working Memory），執行功能（Execute Function）,反應時間（Processing Speed）? 這些謎團是本研究期待能解開的迷思。
    本研究使用準實驗法將研究對象分成兩個群體（一組為感知-運動組，另外一組為對照組）。總數為60人（分屬於兩個班級），其中一個班級為實驗組（30人），另外一個班級為對照組（30人）。實驗組在幼稚園正常的課程外，每天增加10分鐘的體感遊戲課程，其餘的活動內容與對照組相同。研究進行為期90天的實驗課程，期滿后進行後測。
根據實驗數據分析，原本實驗組的四項量表的前測成績均落後于對照組。但是後測的成績，正序數字廣度測驗﹣實驗組優於對照組；逆序數字廣度測驗及數字消去測驗﹣實驗組追平對照組；而STROOP叫色測驗﹣雖然實驗組的後測成績有明顯進步，但是還是劣于對照組。
在低成就組與高成就組的分析中，發現導入體感遊戲對於低成就組有更明顯的提高成效。前測中高低成就組的成績差異顯著性，在後測中差異的顯著性變得不明顯了。換言之，導入體感遊戲課程對於認知能力發展不足的兒童，可以消除與正常兒童的差距。

Results of previous studies have shown that cognitive training by everyday (sport, motion,renfection,logic), can improve cognitive function (executive functions and processing speed) for the chileren. However, it remains unclear whether sensor-motion engenders improvement of cognitive functions ? We investigate the sensor-motion on cognitive functions (executive functions, short-term memory, working memory, attention and processing speed) in Preschool childrens.
    We use an intervention with two parallel groups (a sensor-motion group and a control group). In the sensor-motion group ,They will be assigned randomly to play sensor-motion game for 3 months.The control group does not participate in the intervention. The primary outcome measure is the Stroop test score: a measure of executive function. Secondary outcome measures are assessments including the following: digit span forward, digit span backward, digit cancellation task,. We assess these outcome measures before and after the intervention.
    After post-test, we find sensor-motion group grown better than control group. Low-level group grown better than high-level group . So,we make sure the sensor-motion game had good benefit of cognitive function for children.

目次
第一章  緒論	1
第一節  研究背景與動機	1
第二節  研究目的與待答問題	2
第三節  研究範圍與研究限制	3
第四節  研究預期貢獻	4
第五節  名詞釋義	5
第二章  文獻探討	8
第一節  兒童認知能力發展的規律	8
第二節  感覺統合是認知能力的基礎	9
第三節  動作教育與兒童認知能力的密切關係	16
第四節  運動改善學習的相關研究	22
第五節  如何量化學齡前兒童的認知能力	28
第六節  兒童認知能力發展的十項重要能力	34
第七節  體感遊戲課程的類型	37
第三章  研究方法	45
第一節  研究方法的選擇	45
第二節  研究場域與對象	52
第三節  研究工具	52
第四節  研究流程圖	56
第五節  研究資料處理	56
第六節  預試	57
第四章  結果與討論	62
第一節  出勤狀況	62
第二節  實驗數據﹣實驗組與對照組	63
第三節  實驗數據﹣高成就組與低成就組	70
第四節  實驗數據﹣男生組與女生組	77
第五章  結論與建議	84
第一節	結論	84
第二節	建議	86
參考文獻	88
壹、	中文部分	88
貳、	外文部分	88
附錄	97
【附錄一】家長同意書	97
【附錄二】數字廣度測試﹣倒序	98
【附錄三】數字廣度測試﹣正序	99
【附錄四】數字畫消測驗表	100
【附錄五】Stroop叫色測驗	101
【附錄六】實驗組參加體感遊戲課程出勤記錄表	102
 
表次
表3-1 運動類遊戲課程分析與助益	46
表3-2 平衡類遊戲課程分析與助益	46
表3-3 益智類遊戲課程分析與助益	47
表3-4 兒童能力發展與介入體感遊戲課程	48
表3-5 本研究體感遊戲課程計劃表	50
表3-6 數字順序與逆序廣度涉及認知能力之重要差異點	54
表3-7 四種測驗與認知能力的關係	55
表3-8 低成就組前後測成績的ANOVA分析	57
表3-9 高成就組前後測成績的ANOVA分析	58
表3-10全部幼童前後測成績的ANOVA分析	58
表3-11修正后的運動類遊戲課程分析表	59
表3-12修正后的平衡類遊戲課程分析表	59
表3-13修正后的益智類遊戲課程分析表	60
表3-14修正后的體感遊戲課程計劃表	61
表4-1 體感遊戲課程出勤表	62
表4-2 實驗組與對照組前後測平均值	64
表4-3 前測與後測ANOVA顯著性分析	68
表4-4 對照組與實驗組的前後測變化量顯著性	69
表4-5 前後測變化量的顯著性	70
表4-6 高低成就組前後測成績	71
表4-7 高低成就組﹣前後測的顯著性	74
表4-8 前測與後測﹣高低成就組的顯著性	75
表4-9 高低成就組前後測變化量	76
表4-10前後測變化量﹣高低成就組的顯著性	76
表4-11男女生組﹣前後測成績	77
表4-12男女生組﹣前後測的顯著性	81
表4-13前後測﹣男女生組的顯著性	82
表4-14男女生組前後測變化量	82
表4-15前後測變化﹣男女生組的顯著性	83
表5-1 體感課程心率測定表	86
 
圖次
圖1-1   常用的腦科學測量儀器	6
圖1-2   KINECT設備	7
圖2-1   訊息加工模型(R.M. Gagne, 1985)	8
圖2-2   感覺統合與兒童發展的關係(高麗芷, 1996)	12
圖2-3   身體意識的形成（Frostig, M. 1970）	17
圖2-4   大腦神經發展模式(Kawashima, 2003)	23
圖2-5   工作記憶模型(Baddeley,1992)	29
圖2-6   Colombo的視覺注意力架構(Colombo, 2001)	31
圖2-7   深海漏水	38
圖2-8   桌球	38
圖2-9   跳繩	39
圖2-10  瑜伽課程	40
圖2-11  擊飛氣球（Balloon Buster）	41
圖2-12  旗正飄飄（Flag frenzy）	41
圖2-13  指揮交通（Traffic Control）	42
圖2-14  打地鼠（Mouse Mayhem）	43
圖2-15  記憶力大考驗（Flip & Find）	43
圖2-16  披薩包裝員（Pizza Catch）	44
圖3-1   MIO的LINK心率手環	49
圖3-2   研究流程圖	56
圖4-1   前測-實驗組對照組對比直方圖	65
圖4-2   後測-實驗組對照組對比直方圖	66
圖4-3   實驗組-前後測對比直方圖	66
圖4-4  對照組-前後測對比直方圖	67
圖4-5  前後測變化-實驗組對照組直方圖	69
圖4-6  低成就組-前後測直方圖	71
圖4-7  高成就組-前後測直方圖	72
圖4-8  前測-高低成就組直方圖	73
圖4-9  後測-高低成就組直方圖	73
圖4-10 男生組-前後測直方圖	78
圖4-11 女生組-前後測直方圖	79
圖4-12 前測-男女生組直方圖	79
圖4-13 後測-男女生組直方圖	80

壹、	中文部分
王蘇 汪安聖，1992。認知心理學，北京大學出版社，SS號：10108191
楊承芳，蕭伃伶，謝佳容，劉淑娟（2007）。學習療法簡介﹣一個活化腦部的實驗療法。長期照護雜誌，11（2），2007
石恆星(2003)。身體活動對學前兒童認知與情緒發展之腦波心生理學研究。台北巿立體育學院運動科學研究所碩士論文。
林宜親, 李冠慧, 宋玟欣,曾志朗,洪蘭,柯華葳,阮啟弘(2011)。以認知神經科學取向探討 兒童注意力的發展和學習之關聯，國立臺灣師範大學教育心理與輔導學系教育心理學報,2011,42卷,3期,517-542頁
陳安婷(2007)。身心動作教育課程對智能障礙學童知覺動作能力的影響之個案研究。國立臺東大學體育學系碩士論文。
陳心怡，洪儷瑜（2004）。WISC-III 順序與逆序記憶廣度指標之建構分析與應用.師大學報:教育類2004, 49(2),19-42
陳英三、林南風、吳新華(民77)。動作教育的理論與實際。台北市:五南出版社。
張春興（1996）。《教育心理学》三化取向的理論與實踐。臺北：東華書局。
唐惠君(2007)。學齡前兒童身體活動課程與工作記憶（Working Memory）。台北巿立體育學院運動科學研究所碩士論文。
高麗芷(1994)。感覺統合，信誼出版, 1994，ISBN:9576422728, 9789576422720
羅鈞令(1998)。感覺整合與兒童發展。台北市:心理出版社。
貳、	外文部分
Agostino, A., Johnson, J., & Pascual-Leone, J. (2010). Executive functions underlying multiplicative reasoning: problem type matters. Journal of experimental child psychology, 105(4), 286-305.
Askenazi, S., & Henik, A. (2010). Attentional networks in developmental dyscalculia. Behavioral and Brain Functions, 6(2), 1-12.
Ayres, A. J. (19720). Southern California Sensory Integration Tests. Los Angeles:Western Psychological Services.
Ayres, A. J. (1972a). Improving academic scores through sensory integration. Jourrml of Learning Disabilities, 5, 338-343.
Ayres, A. J. (1972b). Sensory integration and learning disorders. Los Angeles:     Western Psychological Services.
Ayres, A. J. (1972d). Types of sensory integrative dysfimction among disabled learners. Amcan Jourrml of Occupational Therapy, 26, 13-18.
Baddeley A.(1992).“Working memory.”, Science, 255, pp.556-559. 1992. DOI: 10.1126/science.1736359
Bental, B., & Tirosh, E. (2007). The relationship between attention, executive functions and reading domain abilities in attention deficit hyperactivity disorder and reading disorder: A comparative study. Journal of Child Psychology and Psychiatry, 48(5), 455-463.
Berger, A., Jones, L., Rothbart, M. K., & Posner, M. I. (2000). Computerized games to study the development of attention in childhood. Behavior Research Methods, Instruments and Computers : A Journal of the Psychonomic Society, 32(2), 297-303.
Blackburn, H. &. (1957). Revised Administration and Scoring of the Digit Span Test. Journal of Consulting Psychology, Vol. 21, No. 2, 139-143.
Bradford C Dickerson, Howard Eichenbaum（2009）.The Episodic Memory System: Neurocircuitry and Disorders Neuropsychopharmacology. Jan 2010; 35(1): 86–104. Published online Sep 23, 2009. doi: 10.1038/npp.2009.126
Broadbent, D. E. (1954). The role of auditory localization in the attention and memory span. Journal of Experimental Psychology, 44, 51-55.
Broadbent, D. E. (1958). Perception and communication. New York: Pergamon.
Burn, Y., O’Callaghan, M., McDonell, B., & Rogers, Y. (2004). Movement and motor development in ELBW infants at one year is related to cognitive and motor abilities at 4 years. Early Human Development, 80, 19-29.
Chaddock L, Erickson KI, Prakash RS, et al.(2010).Basal ganglia volume is associated with aerobic fitness in preadolescent children. Dev Neurosci. 2010; 32(3):249–256. PubMed doi:10.1159/000316648
Chen X, Zhang D, Zhang X, Li Z, Meng X, He S, Hu X(2003). A functional MRI study of high-level cognition:: II. The game of GO. Cognitive Brain Research 2003, 16:32-37.
C.H. Hillman, M.B. Pontifex, L.B. Raine, D.M. Castelli, E.E. Hall, A.F. Kramer(2009). The effect of acute treadmill walking on cognitive control and academic achievement in preadolescent children. Neuroscience Volume 159, Issue 3, 31 March 2009, Pages 1044–1054
Colombo, J. (2001). The development of visual attention in infancy. Annual Review of Psychology, 52, 337-367.
Colombo, J. (2002). Infant attention grows up: The emergence of a developmental cognitive neuroscience perspective. Current Directions in Psychological Science, 11, 196-199.
Davis CL, Tomporowski PD, McDowell JE, et al. (2011). Exercise improves executive function and achievement and alters brain activation in overweight children: a randomized, con- trolled trial. Health Psychol. 2011; 30(1):91–98. PubMed doi:10.1037/a0021766
Demaree, H., Frazier, T., & Johnson, C. (2007). Information processing speed: Measurement issues and its relationships with other neuropsychological constructs. Information processing speed in clinical populations, 53.
Deutsch, J. A., & Deutsch, D. (1963). Attention, some theoretical considerations. Psychological Review, 70, 80-90.
Eriksen, B. A., & Eriksen, C. W. (1974). Effects of noise letters upon the identification of a target letter in a nonsearch task. Perception and Psychophysics, 16, 143-149.
Fan, J., McCandliss, B. D., Sommer, T., Raz, M., & Posner, M. I. (2002). Testing the efficiency and independence of attentional networks. Journal of Cognitive Neuroscience, 14, 340-347.
Frostig, M. (1970).Movement Education Theory and Practice. Chicago, Follet.
Golden, C., 1978. Stroop Color and Word Test. A Manual for Clinical and Experimental Uses. Skoelting, Chicago, Illinois, pp. 1–32.
Hakoda Y, Sasaki M: Group version of the Stroop and reverse-Stroop test(1990). The effects of reaction mode, order and practice. Kyoiku Shinrigaku Kenkyu (JPN J Educ Psychol) 1990, 38:389-394.
Hatta T, Ito Y, Yoshizaki K(2000). D-CAT manual (Screening test for attention) Osaka: Union Press; 2000.
Hatta, T., Ito, Y., & Yoshizaki, K. 2001. D-CAT: Screening test for attention. Osaka: Union Press.
Hatta, T., Ito, Y., & Yoshizaki, K. 2006. D-CAT: Screening test for attention (2nd ed.). Osaka: Fabric.
Horn, W. F., & Packard, T. (1985). Early identification of learning problems: A meta-analysis. Journal of Educational Psychology, 77, 597-607.
Julio B. de Quiros(1979). Neuropsychological Fundamentals in Learning Disabilities. M.D. Academic Therapy Publication, 20 Commercial Blvd., Novato, California, 94947, 292pp
Julie A. Alvarez, Eugene Emory.(2006).Executive Function and the Frontal Lobes: A Meta-Analytic Review. Neuropsychology Review March 2006, Volume 16, Issue 1, pp 17-42
Kawashima, R.(2012).Alzheimer’s Disease International (ADI) 27th International Conference : Abstract PL11. Presented March 9, 2012.
Kawashima, R.,Koizumi, H.(2003).Learning Therapy.Sendai:Tohoku University Press.
Kephart, N. (1960).The slow learner in the classroom,Columbus.Ohio:Charies E. Merill.
Kephart, N.(1963).The Brain-injured Child in the Classroom. National Society for crippled Children and Adults.
Kephart, N.(1967).Perceptual-motor apects of Learning Disabilities. In Frierson and Borbe(ed.) Educating Children with Learning Disabilities. New York , Grune and Stratton.
Laura Chaddock-Heyman, Kirk I. Erickson, Michelle W. Voss, Anya M. Knecht,1 Matthew B. Pontifex,        
Darla M. Castelli, Charles H. Hillman, and Arthur F. Kramer(2013). The effects of physical activity on functional MRI activation associated with cognitive control in children: a randomized controlled intervention. Front Hum Neurosci. 2013; doi:10.3389/fnhum.2013.00072
Lavie, N. (1995). Perceptual load as a necessary condition for selective attention. Journal of Experimental Psychology: Human Perception and Performance, 21(3), 451-468.
Lavie, N. (2005). Distracted and confused?: Selective attention under load. Trends in Cognitive Sciences, 9(2), 75-82.
Lee B, Park JY, Jung WH, Kim HS, Oh JS, Choi CH, Jang JH, Kang DH, Kwon JS(2010). White matter neuroplastic changes in long-term trained players of the game . Neuroimage 2010, 52:9-19.
Lynn Meltzer (2007). Executive Function in Education: From Theory to Practice, editor.The Guilford Press
Mazzocco, M. M., & Kover, S. T. (2007). A longitudinal assessment of executive function skills and their association with math performance. Child Neuropsychology, 13(1), 18-45.
McCabe, David P.; Roediger III, Henry L.; McDaniel, Mark A.; Balota, David A.; Hambrick, David Z.(2010).The relationship between working memory capacity and executive functioning: Evidence for a common executive attention construct.Neuropsychology, Vol 24(2), Mar 2010, 222-243
Meltzer L, Pollica L, Barzillai M(2007). Executive function in the classroom: Embedding strategy instruction into daily teaching practices. Executive function in education: From theory to practice 2007, 165-193.
M. Rosario Rueda, Michael I. Posner & Mary K. Rothbart(2005). The Development of Executive Attention: Contributions to the Emergence of Self-Regulation. Developmental Neuropsychology Volume 28, Issue 2, 2005  DOI:10.1207/s15326942dn2802_2
Naiman A. Khan and Charles H. Hillman (2014): The Relation of Childhood Physical Activity and Aerobic Fitness to Brain Function and Cognition: A Review. Pediatric Exercise Science, 2014, 26, 138-146 http://dx.doi.org/10.1123/pes.2013-0125
c 2014 Human Kinetics, Inc.
Orpet,R. E.(1972).Frostig Movement Skills Test Battery, Consulting Psychogists Press.
Posner, M. I., & Boies, S. J. (1971). Components of attention. Psychological Review, 78, 391-408. 
Posner, M. I. (1980). Orienting of attention. The Quarterly Journal of Experimental Psychology, 32(1),3-25.

Posner, M. I., & Petersen, S. E. (1990). The attention system of the human brain. Annual Review of Neuroscience, 13, 25-42.

Posner, M. I., & Raichle M. E. (1996). Images of Mind. NY: Scientific American Library.

Posner, M. I., & Rothbart, M. K. (2007). Educating the Human Brain. Washington, DC: American
Posner, M. I., & Snyder, C. R. R. (1975). Attention and cognitive control. In R. L. Solso (Ed.), Information processing and cognition: The Loyola symposium (pp. 55-85). Hillsdale, NJ: Erlbaum.
Psychological Association.
Posner, M. I., & Rothbart, M. K. (2007). Research on attention networks as a model for the integration of psychological science. Annual Review of Psychology. 58, 1-23.
Ratey, J. J. (2008). SPARK: The revolutionary new science of exercise and the brain. New York, NY: Little, Brown, and Company.
Richard E. Nisbett（2009）. Intelligence and How to Get It: Why Schools and Cultures Count
Salthouse, T. A. (1994). Aging associations:Influence of speed on sdults age differences in associative learning. Journal of Experimental Psychology: Learning, Memory , and Cognition, 20, 1486-1503.
Savage, R., Cornish, K., Manly, T., & Hollis, C. (2006). Cognitive processes in children's reading and attention: The role of working memory, divided attention, and response inhibition. British Journal of Psychology, 97(3), 365-385.
Schofield, N. J., & Ashman, A. F. (1986). The relationship between digit span and cognitive processing across ability groups. Intelligence, 10, 59-73.
St Clair-Thompson, H. L., & Gathercole, S. E. (2006). Executive functions and achievements in school: Shifting, updating, inhibition, and working memory. Quarterly Journal of Experimental Psychology, 59(4), 745-759.
Susanne Smith Roley, Zoe Mailloux, Heather Miller-Kuhaneck,Tara Glennon（2007）Understanding Ayres Sensory Integration，AOTA Continuing Education Article，September 2007 Practice12
Swanson, H. L. (2006). Cognitive processes that underlie mathematical precociousness in young children. Journal of Experimental Child Psychology, 93(3), 239-264.
Talcott JB , Witton C , McClean M ,et al.（2000）.Dynamic sensory sensitivity and children’s word decoding skills. Proceedings of the national academy of sciences of the united states of America ,2000 ;97 :295222957
Walter R. Boot, Arthur F. Kramer, Daniel J. Simons, Monica Fabiani, Gabriele Gratton（2008）. The effects of video game playing on attention, memory, and executive control，Acta Psychologica Volume 129, Issue 3, November 2008, Pages 387–398，http://dx.doi.org/10.1016/j.actpsy.2008.09.005
Wechsler DA(1997): Wechsler Adult Intelligence Scale. 3 edition. San Antonio, TX: The Psychological Corporation; 1997.
Yoshiyuki Tachibana, Jiro Yoshida, Masahito Ichinomiya, Rui Nouchi, Carlos Miyauchi, Hikaru Takeuchi …….. Ryuta Kawashima（2012）. A GO intervention program for enhancing elementary school children’s cognitive functions and control abilities of emotion and behavior:study protocol for a randomized controlled trial，Trials 2012, 13:8 http://www.trialsjournal.com/content/13/1/8
Yoshiyuki Tachibana, Yeonhee Hwang, Yoshihisa Abe, Saori Goto, Kuniaki Sugai, Ryuta Kawashima.(2013).Reading aloud improves executive function of children with autism spectrum disorder: a pilot randomized controlled trial. International Journal on Disability and Human Development. Volume 12, Issue 1, Pages 91–101, ISSN (Online) 2191-0367, ISSN (Print) 2191-1231, February 2013